Class 1 Textbook p.4第二课时教学设计

EEC三年级上册Lesson 1 :

I’m

Hungry

作者：郭杰

小学

桥西区新华小学

1、本单元设计意图：学生学习表示状态的形容词，以正确表达感觉和要求，同时学习西方饮食名称，并了解西方饮食文化，将所学内容与实际生活联系起来，真正运用到生活中去。

2、本单元学习目标 语言知识目标：学生能用英语表达自己的感觉和要求，同时熟悉西方饮食名称。

语言技能目标：教师创设情境，学生在情境中学语言，学生能运用所学语言进行交际的能力。 情感态度目标：激发学生深入学习西方饮食名称，并了解西方饮食文化，激发对英语的热爱之情。

学习策略目标：让学生在体验、实践和合作的过程中，运用语言发展思维，发挥想象、动手动口，合作参与，在实际交流中发展语言能力，提高学生的英语综合素质。

3、学情分析

刚经历的寒假开学,学生的学习状态比较放松,还没有投入紧张的学习中,第一课,教师

应该着重培养学生的学习兴趣,帮助学生进入学习状态.

4、单元具体设计

根据课时安排我把本单元分4课时来完成教学。

The first period

P4~P5

表达感觉和对饮食的喜好

The second period

P6~P7

提议及应答

The third period

P2 ,P8 ,P12—13

表达喜欢和拥有的食品

The fourth period

P8----P11

复习并处理练习

老师们记住3年级下册讲字母分类！！！！！

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Lesson 1 : I’m

Hungry

Period 1 一、Teaching Aims:

1. Knowledge aims:

① Four-skill words:

sandwich ,hot dog , hungry , sick

② Three-skill words:

Are you ………?

No, I’m not. I’m …….

I like ……..

No, thanks.

We have sandwiches.

③ Key structures：Are you ………?

No, I’m not. I’m ……./Yes, I am .

I like … .

2. Ability aims:

By the end of the lesson, the students should be able to: 1. scan the text and find out some sentences about food .

2. get to know the meaning of “Are you ………?

No, I’m not. I’m …….

I like ……..

No, thanks.

We have sandwiches. ”

both in spoken and written forms, and pronounce them clearly;

3. guess the meaning of the word “home” from the context;

4. use the words “sandwich ,hot dog , sick, hungry ,”

both

in speaking and writing;

5. use structures like “I like … . Are you …?

No, I’m not. I’m … . /Yes, I am .”

to talk about food and feeling in English. 3.

Focus of the lesson:

1. understanding the dialogue as a whole;

2. role playing the dialogue with the right pronunciation, intonation and sentence stress. Are you …?

No, I’m not. I’m…. /Yes, I am .

We have sandwiches and hot dogs .

4.Predicted area of difficulty:

1.Students can distinguish sandwich , sandwiches and hot dog ,hot dogs .

2. The pronunciation of “hungry, sandwich(es)”

3. The meaning and usage of some expressions about

“I’m home. I like sandwiches.”

二、Teaching methods: Task-based teaching approach, Situational language teaching

, Audio-Lingual methods，Elicitation teaching

三、Teaching aids:

pictures, cards, CA

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四、Teaching Procedures：

教案修改：

Step I : Greetings.

T: Hello,class.

Ss: Hello, teacher .

Step I

: Greetings.

T: How are you ?

Ss: I’m fine, thanks .

StepII : Presentation 1. T：Today I’m sick .Are you sick ?

S1: Yes ,I am .

S2: No , I’m not . I’m hungry .

T : Me, too. Read the new words : sick, hungry, and practice the dialogue.

Show cards:

T: What is this ?

S: sandwich / hot dog .

T: We have sandwiches and hot dogs . Learn to read the new words : sandwich , sandwiches, hot dog, hot dogs . (要强调单复数) Play a game to read the words : What’s missing ? or One Two Three Bong.

T: I like sandwiches. Do you like sandwiches ?

S: Yes , I do ./ No, I don’t . I like hot dogs .

Ask and answer the sentences . StepIII: Practise: Check some students.

I like… . StepIV: Production

A: Hi ,xx. I’m home. B: Hi, xx. Are you sick ? A: No , I’m not . I’m hungry . B: We have sandwiches and hot dogs . A: That’s great . I like … . B: Me, too. Here you are . A: Thanks . StepV: Consolidation 1.Play the tape. Listen and read the text. Then practice reading in groups.

3 StepII : Presentation 1.Show some pictures to learn some new words:hot dog,sandwich,bread,pizza ;

2.some fruits:apple banana orange

What’s this?It’s ____.

3.What are they? They’re apples/bananas/oranges/hot dogs/sandwiches. 4.Play a game:I say,you say an apple apples

an orange oranges a banana

bananas a hot dog

hot dogs a sandwich

sandwiches We have ______ 5.I am hungry,I like apples. Make a sentences:I am hungry,I like _______.

6.Work in pairs. Are you hungry?

Yes,I am./No,I’m not.I am sick.

2. Listen and do the listening exercise : Small Talk. 3. Exercise

-Are you hungry?

-Yes,I

.

A．am

B.is

StepVI: Homework.

Remember these new words

hot dog,sandwich,bread,pizza

apple banana orange

五、Blackboard design Lesson 1 :

I’m

Hungry

hot dog , sandwich, bread, pizza

apple

banana

orange

Are you hungry?

Yes,I am./No,I’m not.I am sick.

六、Teaching reflection 本课设计的单词较多，部分孩子不能完全吸收，下次设计内容时应减少单词词汇量，增加游戏环节，提高学生的学习兴趣。句型简单但练习由于时间关系略显仓促，还应再巩固。（减少单词量就会留出句型的操练时间）。学生接受单复数情况较好，但个别学生掌握不好，需要在以后的教学中加大操练的力度。

（

a sandwich

sandwiches）学生对这一变化掌握的稍显困难。需要加大操练。

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